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L01 — What’s the Debate?

Module: E06 — Bioethics Debate Club
Periods: 1
NGSS: HS-LS3-1, HS-LS2-8
Lesson Type: Launch / Explore

Learning Objective

  • By the end of this lesson, students will be able to construct an argument with claim, evidence, and reasoning by analyzing a sample bioethics case and identifying the key stakeholders and tensions.

Phenomenon / Hook

Show a rapid-fire montage of 4 real headlines:

  1. “FDA approves first gene therapy for sickle cell disease”
  2. “Lab-grown chicken hits grocery stores — is it really meat?”
  3. “Parents can now screen embryos for 400+ genetic conditions”
  4. “Animal testing for cosmetics banned in 40 countries — but not the US”

“These are all real. Every one of them has scientists, ethicists, and the public disagreeing. Today we learn how to argue about them — with evidence, not just opinions.”

Materials

  • Headline montage (projector)
  • Handout: [[handouts/argument-builder]] (Claim → Evidence → Reasoning graphic organizer)
  • Debate topic cards (4 controversies, one per group)
  • Sample argument (teacher model)

Agenda

Opening (8 min)

  • Headline montage (2 min)
  • Quick write: “Which headline surprises you most? Why?” (2 min)
  • Share out (4 min)

Explore (15 min)

  • Argument Structure Mini-Lesson

    • Teacher models one argument on a non-biology topic (e.g., “Schools should ban cell phones during class”)
    • Introduce the CER framework:
      • Claim: Your position (clear, specific)
      • Evidence: Facts, data, expert opinions (at least 2)
      • Reasoning: Why the evidence supports the claim (logical connection)
    • Students practice: Given the cell phone argument, can they identify which parts are claim, evidence, and reasoning?

  • Controversy Exploration (Gallery Walk)

    • 4 stations around the room, each with a bioethics topic card:
      1. GMOs: Should we genetically modify crops to feed more people?
      2. Cloning: Should human cloning ever be permitted?
      3. Genetic Testing: Should parents be allowed to screen embryos for non-medical traits?
      4. Animal Testing: Is animal testing justified for medical research?
    • Students rotate through all 4 stations (3 min each)
    • At each station, they write one “For” argument and one “Against” argument on sticky notes

Explain (10 min)

  • Debrief: Which topic generated the most disagreement? Why?
  • Introduce the stakeholder map: For any bioethics issue, consider:
    • Who benefits?
    • Who is harmed?
    • Who has decision-making power?
    • Who is left out?
  • Model with one topic (GMOs): farmers, consumers, biotech companies, developing nations, ecosystems

Elaborate (7 min)

  • Students pick their preferred debate topic (L02–L03)
  • Form groups of 4 (2 per side for the eventual debate)
  • Groups receive their evidence research packets

Closing (5 min)

  • Exit Ticket:
    1. What are the three parts of a CER argument?
    2. For your chosen debate topic, write one “For” claim and one “Against” claim.

Differentiation

SupportExtension
Provide sentence starters for claims: “We should / should not ___ because ___“Students identify a 5th stakeholder not listed on the card
Allow oral exit ticket instead of writtenStudents draft a complete CER argument for one side

Assessment

  • Formative: Gallery walk participation — are students generating both sides?
  • Exit Ticket: CER identification and claim writing

Teacher Notes

  • The gallery walk can get chaotic with 24+ students. Set a clear rotation and use a timer.
  • If students only write “For” arguments at each station, redirect: “The point isn’t to pick a side yet — it’s to see both sides.”
  • The evidence research packets for L02 should be prepped in advance. Include 3–5 accessible articles per topic (news articles, not journal articles).
  • If you haven’t done CER before, spend extra time on the model. This framework is used throughout the year.